Lesson Plan

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Lesson Plan Reflection

Designing and teaching the lesson “Collaborative Dyeing Across Science, Culture & Art” was a formative experience for me as an aspiring educator. This interdisciplinary project integrating chemistry, social studies, and visual art through the traditional Chinese practice of indigo dyeing pushed me to think more holistically about how different domains of knowledge could come together in meaningful, culturally responsive, and collaborative ways. While the lesson turned out to be a rewarding learning experience for the students, it also presented a number of challenges throughout both the planning and execution stages, which prompt me to reflect critically on curriculum design, interdisciplinary alignment, and the possibilities of art as pedagogy.

One of the initial difficulties we faced was balancing the content weight across three distinct disciplines—chemistry, social studies, and art. We wanted to avoid falling into the trap of “surface integration,” where the lesson includes multiple subjects merely for the sake of appearing cross-curricular. Instead, we aimed for what Leavy (Leavy, 2020, p.319) refers to as “methodological innovation”- the meaningful fusion of tools and perspectives from different disciplines to engage students in understanding complex realities. Our team spent considerable time discussing how indigo dyeing, as both a scientific process and a cultural tradition, could be framed as a central phenomenon that bridges the three fields. This ultimately helped us anchor the lesson conceptually, but also forced us to make difficult decisions about depth and focus. For example, we chose to present the redox chemistry in simplified terms to prioritize student understanding, while using the cultural storytelling aspect to reinforce values of community and continuity.

Another major challenge was how to make collaboration more than just a buzzword. Our lesson was initially inspired by the mural-making project in Goldberg Chapter 12, which showed students collectively making meaning and taking shared ownership through the collaborative creation of a mural. However, translating that abstract vision into a concrete classroom activity took many iterations. Eventually, we arrived at the idea of a “Blue Tree” composed of individually dyed fabric pieces. The tree not only served as a visual metaphor for unity and growth, but also became a physical product of collective labor. To our surprise, students embraced the metaphor eagerly—they even named the tree collaboratively using our course number “5930”! One group called it “Blue Veins,” likening the crisscrossing fabric patterns to blood vessels - connected and mutually sustaining, much like the relationships we formed through this collective work. Another group chose the name “Glue”, cleverly blending the “g” from “green” with “lue” from “blue” to reference the oxidation process in indigo dyeing, while also symbolizing the emotional bonds formed through working together.

The logistical aspects of lesson planning also posed challenges. Because this lesson involved hands-on dyeing, we had to think carefully about timing, sequencing, and material setup. Safety was a top priority, and we had to ensure that all students had gloves, masks, and drying tools at hand. We also realized that the waiting stage—when students had to let the fabric dry—could become unstructured and idle. To address this, we prepared blow dryers for each group and guided students to help one another. As soon as some students finished dyeing, we encouraged them to begin assembling the tree. Many who completed their tasks also stayed behind to support their peers, which increased our overall efficiency. These minor adjustments helped maintain classroom flow, but also taught me the importance of planning for “in-between” moments in experiential learning.

A surprising insight emerged during the dyeing process itself. Many students were amazed by how the fabric turned from greenish-yellow to blue when exposed to air. This chemical transformation became a metaphor for learning—what was hidden could become visible through exposure, time, and curiosity. Some students commented that they felt like “scientists and artists at the same time”, which affirmed our hope that the lesson would not compartmentalize knowledge, but encourage synthesis. Furthermore, the idiom “青出于蓝而胜于蓝” became a meaningful cultural anchor, helping students understand the philosophical and historical depth of the tradition while connecting it to personal growth.

However, not everything went as smoothly as planned. One difficulty was managing different levels of student engagement and prior knowledge. Some students were very familiar with dyeing techniques, while others were more hesitant. In hindsight, although we encouraged students to create freely, it would have been better to differentiate instruction more explicitly, perhaps offering scaffolded examples for dyeing techniques or using peer modeling for science explanations. I would also consider integrating a short video about the lives of traditional dyers in rural China to enrich the cultural dimension for students unfamiliar with the topic.

Reflecting on the broader teaching philosophy, this lesson reminded me of Goldberg’s notion of “critical voice” — the ability to listen, respond, and co-create with others in ways that are respectful, empowered, and reflective (Goldberg, 2021, p.282). Our collaborative Blue Tree became a site of such critical voice, where individual expression was balanced with collective intention. Students had to negotiate space, color balance, and arrangement, which introduced them to the emotional labor of working in groups. These moments made me realize how art can act not just as content, but as a medium for teaching social-emotional skills, such as empathy and respect.

In conclusion, this lesson was a powerful reminder that interdisciplinary teaching is both creatively liberating and pedagogically demanding. It asks teachers to step outside the comfort zone of their primary subject and trust that learning can emerge at the intersection of disciplines. It also highlights the value of art-based pedagogy not only as an expressive outlet, but as a tool for community building and critical reflection. I am grateful that we were able to transform a traditional craft into a collective learning experience grounded in chemistry, culture, and creativity, and I look forward to refining this lesson further in the future.

References

Goldberg, M. (2021). Arts integration: Teaching subject matter through the arts in multicultural settings. Routledge.

Leavy, P. (2020). Method meets art: Arts-based research practice. Guilford publications.